Purcell happy with blended learning results

Students able to work at their own pace with computer-based lessons

Nov. 20, 2013

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This year, Purcell Marian High School in East Walnut Hills embarked on an ambitious project. It became one of the few traditional high schools in Greater Cincinnati – and the first local Catholic school – to use a “blended learning” model for its math classes school-wide.

Blended learning is a type of teaching that’s catching on in districts throughout the country. Students spend about half of their time learning on a computer instead of in a traditional classroom setting. It lets students learn at their own pace.

In Purcell’s case, early results are promising.

The roughly 400-student school announced this week that not only do students like the program, several have zoomed through the entire math course in just one quarter.

“That’s part of what drew us to this model,” said spokeswoman Tammy Peeden Reasoner. “If they’re ahead in Algebra I, they can move on to Algebra II. If they’re ahead, they can go on to get college credit. They can move on to an AP (advanced placement) class or Collegium (dual credit) course.”

If they’re struggling, the teachers work with them one-on-one or in small, focused groups until they grasp the material.

Purcell’s model was boosted by a $500,000 grant from the James J. Gardner Foundation, which the school matched.

The school also has a partnership with CBTS Technology. The main expense was remodeling the school to create the James J. Gardner Learning Center, a computer lab flanked by traditional classrooms. Purcell also created two new positions to help with the online lessons and analyze the data.

The point of blended learning is to better serve students at different learning levels.

Traditional classroom teaching requires students stay on pace with the class majority. Those who tend to be ahead or behind were frequently left out. Blended learning lets students progress based on how well they absorb the material.

Teachers explain the subject matter and students practice and take quizzes on computers. They can go back and review material online if needed.

Ohio requires students to have four years of math to graduate, traditionally algebra I, algebra II, geometry and calculus. But students come in at different levels. Some need pre-algebra classes to get up to speed. “Pre-algebra doesn’t count as high school-level class,” Reasoner said. “So part of the problem is they need to fit five years of algebra into four years.”

The blended-learning approach lets them master the pre-algebra tasks and move on so they can fit the rest in before they graduate.

The school is optimistic about the early results, but officials are looking forward to more in-depth analysis later in the year once they have more data.

Principal Veronica Murphy said the school is adjusting the program as needed.

“As with any change, we’ve definitely experienced some challenges,” she said. “But we’re working closely with parents on a regular basis to address concerns and make adjustments accordingly. Overall, we’re very pleased with how the model is being received.” ■